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Effects of High-Probability Request Sequences on Preschoolers' Compliance and Disruptive Behavior

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Abstract

A high-probability request sequence was implemented with three preschool children with developmental delays within their classroom during typical activities. A multiple baseline design across subjects was used to evaluate the effects of the high-probability request sequence on compliant responding to low-probability requests and the occurrence of disruptive behavior. Results of the study indicate that the use of the high-probability request sequence was effective in increasing compliant responding to low-probability requests delivered by two different trainers for all children. No increases in disruptive behavior were noted as a result of using the high-probability request sequence. When the high-probability request sequence was withdrawn, compliant responding to low-probability requests was maintained for all children across time and in different settings.

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Authors and Affiliations

  1. School of Education, University of Michigan-Dearborn, Dearborn, Michigan

    Kim Killu (Assistant Professor)

  2. College of Education, School of Physical Activity and Educational Services, The Ohio State University, Columbus, Ohio

    Diane M. Sainato (Associate Professor)

  3. Institute on Community Integration, College of Education and Human Development, The University of Minnesota, Minneapolis, Minnesota

    Carol A. Davis (Assistant Professor)

  4. Savannah-Chatham County Public Schools, Savannah, Georgia

    Heidi Ospelt (Teacher)

  5. The Ohio State University, Columbus, Ohio

    Jennifer Neely Paul

Authors
  1. Kim Killu
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  2. Diane M. Sainato
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  3. Carol A. Davis
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  4. Heidi Ospelt
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  5. Jennifer Neely Paul
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Killu, K., Sainato, D.M., Davis, C.A. et al. Effects of High-Probability Request Sequences on Preschoolers' Compliance and Disruptive Behavior. Journal of Behavioral Education 8, 347–368 (1998). https://doi.org/10.1023/A:1022875331474

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